Faculty of Education - Research Publications
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ItemYouth Transitions(Oxford University Press, 2022)The transitions young people make from school to work or further study have become increasingly complex, fragmented and non-linear over the past two decades. In part this is because economic and political forces have enabled the boundaries between school and work to become blurred: many high-school students are now engaged in the labour force part-time and many who have left high school can only find casual work rather than full-time employment. Young people undertaking further study at university are also often balancing this with a part-time job. In addition, an increasingly precarious labour market demands from young people and young adults a lifelong learning approach to be successful in the employment spere of their lives. As a result, the pathway from school to work is not a simple one-way street or linear process. Many young people may decide at a later stage to re-enter education or training, and many may change direction completely after making their initial career and /or study decisions. All of the decisions that young people make during this transitional process tend to have long-term consequences: for themselves, for their families and communities, and, in a broader sense, for the economy and society.
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ItemNo Preview AvailableArviointi ja erityyispedagogiikka [Assessment and special education](PS Kustannus, 2019)
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ItemNo Preview AvailableEsteetön arviointi [Accessible evaluation](Santalahti-kustannus, 2019)
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ItemNo Preview AvailableThe Use of Digital Technologies in Teaching and Assessment(Springer, 2023)Nowadays modern technologies can be found everywhere in our digital era leading to and requiring new competencies to be able to fully participate in society; consequently, digital competencies are indispensable for students. However, the development of students’ competencies requires teachers’ competencies, in particular knowledge and abilities to initiate processes for developing learners’ competencies in learning environments which can be both technologically rich and adaptive to new technologies. The new mathematical competencies required by students are becoming reflected in national and international policy documents and address numerous aims of globally stated directions. This chapter elaborates two areas, Teaching and Learning and Assessment, from the European Framework for the Digital Competence of Educators (DigCompEdu), through six examples that highlight possible uses of digital technologies in mathematics and illustrate how technologies can enhance the development of students’ competencies. These examples attempt to illuminate learners’ and teachers’ experience (and understanding) of mathematics and assessment (and how they might change) through integration of innovative, as well as commonly used, technologies. We summarize and generalize some main results in a way that could be taken as recommendations for teachers, teacher educators, and policymakers in relation to the implementation of digital technologies in the upcoming digital era.
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ItemSeeing what unfolds: new ways of exploring community art education in formal learning spaces(Intellect, 2023-09-29)This book offers global perspectives on art education as a distinctive practice that emerges from community relationships.
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ItemExamining plurilingual repertoires: A focus on policy, practice, and assessment in the Australian context(Routledge, 2023-08-04)This chapter discusses policy, practice, and assessment research pertaining to plurilingualism in the Australian context, with a focus on mainstream classrooms. In the recent past, Australian language policy was pioneering in its support and promotion of the maintenance and acquisition of languages other than English. However, since the late 1980s, languages and education policy have predominantly been characterised by a relentless move towards monocultural and monolingual conceptualisations of language and literacy in curriculum, pedagogy, and assessment across Australian education systems. Discussion centres on the role of educational policy and practice and the affordances and challenges offered when plurilingualism is placed at the centre of teaching and learning in mainstream Australian classrooms. The chapter considers the linguistic, cognitive, and social benefits that can be derived from recognising and harnessing students' plurilingual repertoires, and the competing tensions of predominantly monolingual, monoglossic educational policies, curricula, and assessment frameworks. The central contention is that assessment practices are failing to keep pace with conceptual and pedagogical progress in the education system and are perpetuating reductive interpretations of language and literacy that continue to limit the effectiveness of current pedagogical change.
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ItemNo Preview AvailableNarrative Language and Literacy Education Research Within a Postcolonial Framework(Springer, 2017)This chapter explores the heuristic value of narrative as it might be applied to researching language and literacy education in postcolonial settings. We focus specifically on the importance of autobiographical writing as a means of enabling educators and researchers to engage with a ‘plurality of consciousnesses’ (Bakhtin MM, Problems of Dostoyevsky’s poetics (Emerson C, ed and trans). University of Minnesota Press, Minneaplois, 1984) and to explore the values and beliefs they bring to their work. In this way we challenge the pretensions to objectivity of the scientific research privileged by standards-based reforms. By locating autobiographical writing in a postcolonial framework, however, we also seek to differentiate our standpoint from the claims typically made on behalf of ‘narrative inquiry’ (Clandinin J, Connelly M, Narrative inquiry: experience and story in qualitative research. Jossey-Bass, San-Francisco, 2000). We argue that personal narratives should prompt analyses that investigate how our individual situations are mediated by larger social and historical contexts. This means combining storytelling with analytical writing in order to produce hybrid texts that challenge accepted forms of academic writing. Crucially, this also means embracing ‘trans-lingualism’ (Canagarajah S, Translingual practice: global English and cosmopolitan relations. Routledge, London/New York, 2013), working at the interface between English and other languages, and engaging with issues of language and socio-cultural identity vis-à-vis the globalization of English as the language of science.
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ItemTeaching for group creativity by music teachers in Victorian schools: A creative process perspective(University of Music and Theatre Munich, 2023-01-18)Creativity involves an immersion in the creative process, a space where ideas and actions mingle for creative works to unfold. Teaching for creativity and creative processes for music educators were investigated in a doctoral study completed in 2020 in Victoria, Australia. In the study, teaching for creativity was focused on the way teachers facilitate children’s creative process experiences. The aim of this chapter is to discuss and reflect on the research outcomes, with particular focus on the emerging teaching strategies that support teachers to facilitate individual and small group creative work in music education experiences in primary schools. The research questions guiding the study focused on how educators teach for creativity and foster creative processes. The study was mixed methods in approach and adopted pragmatic and social constructivist worldviews. Data collection consisted of a sur-vey of ninety-two primary school teachers in Victoria and twelve individual semi-structured inter-views. The framework and model depict five teaching strategies. These are: 1. Nurture children’s creative processes, 2. Inspire imagination and experience, 3. Facilitate creative processes in the classroom, 4. Maximise the outcomes of creative processes, and 5. Foster self-directed learning. The findings reveal an interplay between teaching for creativity strategies to bolster and promote children’s active engagement in creative processes. The re-search has implications for the ways in which teachers plan for and approach teaching of group creativity in primary school music settings and offers insight into teaching for creativity through the lens of creative process.
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ItemTechnology-supported classrooms: New opportunities for communication and development of mathematical understanding(Springer Spektrum, 2019-06-03)This chapter provides an overview of some themes which have emerged over two decades of Bärbel Barzel’s work related to the teaching and learning of school mathematics with technology. The themes which are discussed include technology supporting mathematical communication, technology supporting cognitive activities and technology supporting an open classroom. Overall, the focus is on the potential for technology-supported classrooms to promote students’ understanding in secondary school mathematics. Four papers are used to illustrate Barzel’s contribution.
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ItemOnline Citizenship Learning of Chinese Young People(Springer, 2020-01-01)This chapter examines Chinese young people’s citizenship learning through their participatory activities on the Internet. The discussions presented in this chapter are informed by recent developments in citizenship studies which maintain that citizenship learning is a lifelong process of participation in different formal and informal communities and practices (Biesta et al. 2009) and in the meaning-making activities reflected in various forms of social participation (Hoskins et al. 2012). Two intertwined forms of citizenship learning were identified from Chinese young people’s online activities. The first is young people’s learning about online citizenships through engaging with different virtual communities. Their learning of online citizenships is illustrated by their understanding of the norms and communal practices shaped by the shared language, values, attitudes, and joint enterprises for mutual engagement in these virtual communities. The second is their internet-mediated learning about Chinese society. The Chinese internet, in this case, offers a new way of engaging with and learning about Chinese society. The outcome of these two forms of learning constitutes the landscape of practice upon which their notion of Chinese citizenship is drawn. This chapter draws attention to the digital and constitutive nature of young people’s social engagement in defining new forms of citizenship which are meaningful and relevant to their everyday lives (Lister, 2007; Wood, 2014).